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Curriculum Inquiry Volume 32, 2002 - Issue 3
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Original Articles

Writing the “Show-Me” Standards: Teacher Professionalism and Political Control in U.S. State Curriculum Policy

Margaret PlacierUniversity of Missouri-Columbia Columbia, Missouri, USA
,
Michael WalkerUniversity of Missouri-Columbia Columbia, Missouri, USA
&
Bill FosterUniversity of Missouri-St. Louis St. Louis, Missouri, USA
Pages 281-310 | Published online: 12 Jan 2015

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Lauren McArthur Harris, Christopher C. Martell, Jennifer Chalmers & J’Shon Lee. (2023) “I was in the room where it happens”: Educator agency and community within state social studies standards committees. Theory & Research in Social Education 0:0, pages 1-27.
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Ryan T. Knowles. (2018) Teaching Who You Are: Connecting Teachers’ Civic Education Ideology to Instructional Strategies. Theory & Research in Social Education 46:1, pages 68-109.
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Sarah B. Shear, Ryan T. Knowles, Gregory J. Soden & Antonio J. Castro. (2015) Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards. Theory & Research in Social Education 43:1, pages 68-101.
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Jessica Gerrard & Lesley Farrell. (2014) Remaking the professional teacher: authority and curriculum reform. Journal of Curriculum Studies 46:5, pages 634-655.
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Jeongae You. (2011) A self‐study of a national curriculum maker in physical education: challenges to curriculum change. Journal of Curriculum Studies 43:1, pages 87-108.
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Cinthia Salinas & AntonioJ. Castro. (2010) Disrupting the Official Curriculum: Cultural Biography and the Curriculum Decision Making of Latino Preservice Teachers. Theory & Research in Social Education 38:3, pages 428-463.
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Sue Thomas. (2005) The construction of teacher identities in educational policy documents: A critical discourse analysis. Melbourne Studies in Education 46:2, pages 25-44.
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Articles from other publishers (12)

Erizal Gani & Ridha Hasnul Ulya. 2022. Proceedings of the 5th International Conference on Language, Literature, and Education (ICLLE-5 2022). Proceedings of the 5th International Conference on Language, Literature, and Education (ICLLE-5 2022) 233 243 .
Ryan T. Knowles & Andrea M. Hawkman. (2019) Anti-racist Quantitative Research: Developing, Validating, and Implementing Racialized Teaching Efficacy and Racial Fragility Scales. The Urban Review 52:2, pages 238-262.
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Ryan T Knowles. (2018) Ideology in the schools: Developing the teacher’s Civic Education Ideology Scale within the United States. Education, Citizenship and Social Justice 14:3, pages 260-278.
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Ryan T. Knowles & Antonio J. Castro. (2019) The implications of ideology on teachers’ beliefs regarding civic education. Teaching and Teacher Education 77, pages 226-239.
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Alexander Cuenca & Andrea M. Hawkman. (2023) Reifying Common Sense: Writing the 6–12 Missouri Social Studies Content Standards. The Journal of Social Studies Research 43:1, pages 57-68.
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Ryan T. Knowles & Christopher H. Clark. (2018) How common is the common good? Moving beyond idealistic notions of deliberative democracy in education. Teaching and Teacher Education 71, pages 12-23.
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Mark A. Chancey. (2014) Rewriting History for a Christian America: Religion and the Texas Social Studies Controversy of 2009–2010. The Journal of Religion 94:3, pages 325-353.
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Crain Soudien. 2012. The World Bank and Education. The World Bank and Education 95 107 .
Sue Thomas & Stephen Hay. 2012. Experience of School Transitions. Experience of School Transitions 141 161 .
김동현. (2011) Life of Researcher in a PhD Candidate in Physical Education and Meaning of Studying Processes: Narrative Inquiry. Korean Journal of Sport Science 22:4, pages 2383-2400.
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Michael B. Berkman & Eric Plutzer. (2011) Local Autonomy versus State Constraints: Balancing Evolution and Creationism in U.S. High Schools. Publius: The Journal of Federalism 41:4, pages 610-635.
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JoAnn Phillion & F.Michael Connelly. (2004) Narrative, diversity, and teacher education. Teaching and Teacher Education 20:5, pages 457-471.
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